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Cambridge Primary English

Curriculum outline for 2015, 2016 and 2017

Cambridge Primary combines a world-class curriculum with high-quality support for teachers and
integrated assessment. The curriculum is dedicated to helping schools develop learners who are
confident, responsible, reflective, innovative and engaged. Cambridge Primary has curriculum
frameworks for English (including English as a Second Language), Mathematics and Science which
have been designed to engage learners in an active and creative learning journey.

The curriculum frameworks for each subject for Cambridge Primary offers an optional testing structure
Cambridge Primary are organised into six stages. to assess learner performance and report progress for
They reflect the teaching target for each year group both learners and parents. These assessments provide an
and provide comprehensive learning objectives. international benchmark that enables teachers to identify
learner strengths and weaknesses within individuals and
For Cambridge Primary English, the curriculum is class groups and develop further teaching and learning
presented in five content areas or ‘strands’. These are support using the information from the test results.
further subdivided into ‘substrands’. The framework
promotes an enquiry-based approach to learning to Cambridge Primary Progression Tests are available to
develop thinking skills and encourage intellectual schools registered for Cambridge Primary for stages 3–6.
engagement. The five strands and substrands are: These tests are marked by teachers and come with full
mark schemes and marking guidance. At the end of
Phonics, spelling and vocabulary Cambridge Primary, schools can also offer Cambridge
Primary Checkpoint, a diagnostic test which offers
Grammar and punctuation
comprehensive feedback at the end of the Cambridge
• Reading Primary stage.
• Writing
On the following pages, you will find some examples from
Reading
the Phonics, spelling and vocabulary strand for stages 1, 3
• Fiction and poetry and 5 of the Cambridge Primary English curriculum.
• Non-fiction
Writing
• Fiction
• Non-fiction
• Presentation
Speaking and listening

The curriculum aims to enable learners to communicate


confidently and effectively and to develop critical skills
in order to respond to a range of information, media and
texts with enjoyment and understanding.

Learners who follow this framework will develop a first-


language competency in English based on a curriculum
designed to be successful in any culture and to promote
cross-cultural understanding. The Cambridge Primary
English curriculum framework provides a solid foundation
on which the later stages of education can be built.
Cambridge Primary English Curriculum outline for 2015, 2016 and 2017

Stage 1 Stage 3

Strand: Phonics, spelling and vocabulary Strand: Phonics, spelling and vocabulary
• Hear, read and write initial letter sounds • Use effective strategies to tackle blending unfamiliar
words to read, including sounding out, separating into
• Know the name and most common sound associated
syllables, using analogy, identifying known suffixes
with every letter in the English alphabet
and prefixes, using context
• Identify separate sounds (phonemes) within words,
• Use and spell compound words
which may be represented by more than one letter,
e.g. ‘th’, ‘ch’, ‘sh’ • Know irregular forms of common verbs
• Use knowledge of sounds to read and write single- • Use effective strategies to tackle segmenting
syllable words with short vowels unfamiliar words to spell, including segmenting
into individual sounds, separating into syllables,
• Blend to read, and segment to spell, words with final
using analogy, identifying known suffixes and
and initial adjacent consonants, e.g. b-l, n-d
prefixes, applying known spelling rules, visual
• Begin to learn common spellings of long vowel memory, mnemonics
phonemes, e.g. ‘ee’, ‘ai’, ‘oo’
• Learn rules for adding -ing, -ed, -s to verbs
• Use knowledge of sounds to write simple regular
• Extend earlier work on prefixes and suffixes
words, and to attempt other words
• Explore words that have the same spelling but
• Spell familiar common words accurately, drawing on
different meanings (homonyms), e.g. form, wave.
sight vocabulary
• Use rhyme and relate this to spelling patterns
• Recognise common word endings, e.g. -s, -ed
and -ing.
Cambridge Primary English Curriculum outline for 2015, 2016 and 2017

Stage 5

Strand: Phonics, spelling and vocabulary


• Investigate the spelling of word-final unstressed • Identify unfamiliar words, explore definitions and
vowels, e.g. the unstressed ‘er’ at the end of butter use new words in context
and unstressed ‘ee’ at the end of city
• Extend understanding of the use of adverbs to
• Recognise a range of less common letter strings in qualify verbs, e.g. in dialogue
words which may be pronounced differently
• Use a thesaurus to extend vocabulary and choice
• Spell and make correct use of possessive pronouns, of words
e.g. their, theirs, my, mine
• Collect synonyms and opposites and investigate
• Identify ‘silent’ vowels in polysyllabic words, shades of meaning
e.g. library, interest
• Use known spellings to work out the spelling of
• Use effective strategies for learning new spellings related words
and misspelt words
• Identify word roots and derivations to support
• Learn spelling rules for words ending in -e and -y, spelling and vocabulary, e.g. sign, signal, signature
e.g. take/taking, try/tries
• Investigate the origin and appropriate use of
• Know rules for doubling consonants and investigate idiomatic phrases.
patterns in the use of single and double consonants,
e.g. -full/-ful
How can I access the full curriculum
• Investigate spelling patterns for pluralisation,
framework?
e.g. -s/-es, -y/-ies, -f/-ves
Only schools offering Cambridge Primary can
• Extend earlier work on prefixes and suffixes, access the full curriculum frameworks.
recognising that different spelling rules apply for • If you are a Cambridge Primary school you can
suffixes which begin with vowels and those that download the full curriculum framework from our
begin with consonants password protected Cambridge Primary site
• Investigate ways of creating opposites, • If you are a Cambridge school and would like to
e.g. un-, im- and comparatives, e.g. -er, -est offer Cambridge Primary complete and return our
Additional Qualification Types form
• Revise grammatical homophones, e.g. they’re,
• If you are not a Cambridge school and would
their, there
like to find out more about Cambridge Primary
• Use dictionaries efficiently and carry out ICT complete our Expression of interest form.
spell checks

Learn more! For details of Cambridge Primary, go to www.cie.org.uk/primary or contact our


Customer Services team at info@cie.org.uk or call them on +44 1223 553554.

*0000000000* © Cambridge International Examinations, November 2015


Cambridge Primary Mathematics
Curriculum outline

Cambridge Primary combines a world-class curriculum with high-quality support for teachers and
integrated assessment. The curriculum is dedicated to helping schools develop learners who are
confident, responsible, reflective, innovative and engaged. Cambridge Primary has curriculum
frameworks for English (including English as a Second Language), Mathematics and Science which
have been designed to engage learners in an active and creative learning journey.

The curriculum frameworks for each subject for


Cambridge Primary are organised into six stages. The Cambridge Primary Mathematics curriculum
They reflect the teaching target for each year group framework provides a solid foundation upon which
and provide comprehensive learning objectives. For the later stages of education can be built.
Cambridge Primary Mathematics, the curriculum is Cambridge Primary offers an optional testing
presented in five content areas or ‘strands’. These are structure to assess learner performance and report
further subdivided into ‘substrands’. The strands and progress for both learners and parents. These
substrands are: assessments provide an international benchmark
Number that enables teachers to identify learner strengths
• Numbers and the number system and weaknesses for individuals and class groups and
develop further teaching and learning support using
• Calculation – Mental strategies, Addition and
the information from the test results.
subtraction, Multiplication and division
Geometry Cambridge Primary Progression Tests are available to
schools registered for Cambridge Primary for stages
• Shapes and geometric reasoning
3–6. These tests are marked by teachers and come
• Position and movement
with full mark schemes and marking guidance. At
Measure the end of Cambridge Primary, schools can also offer
• Money (until stage 3) Cambridge Primary Checkpoint, a diagnostic test
• Length, mass and capacity which offers comprehensive feedback at the end of
• Time the Cambridge Primary stage.
• Area and perimeter (from stage 4)
Handling data
• Organising, categorising and representing data
• Probability (from stage 5)
Problem solving
• Using techniques and skills in solving
mathematical problems
• Using understanding and strategies in solving
problems (from stage 4)
The first four content areas are all underpinned by
Problem solving, which describes using techniques and
skills and the application of understanding and strategies
in solving problems. Mental strategies are also a key and develop a holistic understanding of the subject. On
part of the Number content. This curriculum focuses on the following pages, you will find some examples from the
principles, patterns, systems, functions and relationships Number strand and the substrands for stages 1, 3 and 5 of
so that learners can apply their mathematical knowledge the Cambridge Primary Mathematics curriculum.
Cambridge Primary Mathematics Curriculum outline

Stage 1

Strand: Number Strand: Number


Substrand: Numbers and the number system Substrand: Calculation
• Recite numbers in order (forwards from 1 to 100, Mental strategies
backwards from 20 to 0) • Know all number pairs to 10 and record the related
• Read and write numerals from 0 to 20 addition/subtraction facts

• Count objects up to 20, recognising conservation • Begin to know number pairs to 6, 7, 8, 9 and 10
of number • Add more than two small numbers, spotting pairs
to 10, e.g. 4 + 3 + 6 = 10 + 3
• Count on in tens from zero or a single-digit number
to 100 or just over • Begin using pairs to 10 to bridge 10 when adding/
subtracting, e.g. 8 + 3, add 2, then 1
• Count on in twos, beginning to recognise odd/even
numbers to 20 as ‘every other number’ • Know doubles to at least double 5

• Begin partitioning two-digit numbers into tens and • Find near doubles using doubles already known,
ones and reverse e.g. 5 + 6

• Within the range 0 to 30, say the number that is 1 • Begin to recognise multiples of 2 and 10.
or 10 more or less than any given number Addition and subtraction
• Use more or less to compare two numbers, and • Understand addition as counting on and combining
give a number which lies between them two sets; record related addition sentences
• Order numbers to at least 20, positioning on a • Understand subtraction as counting back and ‘take
number line; use ordinal numbers away’; record related subtraction sentences
• Use the = sign to represent equality • Understand difference as ‘how many more to make?’
• Give a sensible estimate of some objects that can • Add/subtract a single-digit number by counting
be checked by counting, e.g. to 30 on/back
• Find halves of small numbers and shapes by folding, • Find two more or less than a number to 20, recording
and recognise which shapes are halved. the jumps on a number line
• Relate counting on and back in tens to finding 10
more/less than a number (< 100)
• Begin to use the +, – and = signs to record
calculations in number sentences
• Understand that changing the order of addition does
not change the total
• Add a pair of numbers by putting the larger number
first and counting on
• Recognise the use of a sign such as £ to represent
an unknown, e.g. 6 + £ = 10
• Begin to add single and two-digit numbers.

Multiplication and division


• Double any single-digit number
• Find halves of even numbers of objects up to 10
• Try to share numbers to 10 to find which are even
and which are odd
• Share objects into two equal groups in a context.
Cambridge Primary Mathematics Curriculum outline

Stage 3

Strand: Number
Substrand: Numbers and the number system
• Recite numbers 100 to 200 and beyond
• Read and write numbers to at least 1000
• Count on and back in ones, tens and hundreds from
two- and three-digit numbers
• Count on and back in steps of 2, 3, 4 and 5 to at
least 50
• Understand what each digit represents in three-digit
numbers and partition into hundreds, tens and units
• Find 1, 10, 100 more/less than two- and
three-digit numbers
• Multiply two-digit numbers by 10 and understand
the effect
• Round two-digit numbers to the nearest 10 and round
three-digit numbers to the nearest 100
• Place a three-digit number on a number line marked
off in multiples of 100
• Place a three-digit number on a number line marked
off in multiples of 10
• Compare three-digit numbers, use < and > signs, and
find a number in between
• Order two- and three-digit numbers
• Give a sensible estimate of a number as a range
(e.g. 30 to 50) by grouping in tens
• Find half of odd and even numbers to 40, using
notation such as 13 12
• Understand and use fraction notation, recognising
that fractions are several parts of one whole, e.g. 34 is
three quarters and 2 ⁄ 3 is two thirds
1 2 4 5
• Recognise equivalence between 2 , 4 , 8 , 10

using diagrams
• Recognise simple mixed fractions, e.g. 1 12 and 2 14
• Order simple or mixed fractions on a number line,
e.g. using the knowledge that 12 comes half way
between 14 and 34 , and that 1 12 comes half way
between 1 and 2
• Begin to relate finding fractions to division
• Find halves, thirds, quarters and tenths of shapes and
numbers (whole number answers).
Cambridge Primary Mathematics Curriculum outline

Stage 3 continued

Strand: Number Multiplication and division


Substrand: Calculation • Understand the relationship between halving
Mental strategies and doubling
• Know addition and subtraction facts for all numbers • Understand the effect of multiplying two-digit
to 20 numbers by 10
• Know the following addition and subtraction facts: • Multiply single-digit numbers and divide two-digit
– multiples of 100 with a total of 1000 numbers by 2, 3, 4, 5, 6, 9 and 10
– multiples of 5 with a total of 100 • Multiply teens numbers by 3 and 5
• Know multiplication/division facts for 2×, 3×, 5× and • Begin to divide two-digit numbers just beyond 10×
10× tables tables, e.g. 60 ÷ 5, 33 ÷ 3
• Begin to know 4× table • Understand that division can leave a remainder
(initially as ‘some left over’)
• Recognise two- and three-digit multiples of 2, 5
and 10 • Understand and apply the idea that multiplication
is commutative
• Work out quickly the doubles of numbers 1 to 20 and
derive the related halves • Understand the relationship between multiplication
and division and write connected facts.
• Work out quickly the doubles of multiples of 5 (< 100)
and derive the related halves
• Work out quickly the doubles of multiples of 50 to 500.
Addition and subtraction
• Add and subtract 10 and multiples of 10 to and from
two- and three-digit numbers
• Add 100 and multiples of 100 to three-digit numbers
• Use the = sign to represent equality,
e.g. 75 + 25 = 95 + 5
• Add several small numbers
• Find complements to 100, solving number equations
such as 78 + £ = 100
• Add and subtract pairs of two-digit numbers
• Add three-digit and two-digit numbers using notes
to support
• Re-order an addition to help with the calculation,
e.g. 41 + 54, by adding 40 to 54, then 1
• Add/subtract single-digit numbers to/from three-digit
numbers
• Find 20, 30, … 90, 100, 200, 300 more/less than
three-digit numbers.
Cambridge Primary Mathematics Curriculum outline

Stage 5

Strand: Number
Substrand: Numbers and the number system
• Count on and back in steps of constant size, extending • Recognise equivalence between: 1
2 , 1
4 , and 1
8 ; 1
3 and
beyond zero 1 1 1
6 ; 5 and 10

• Know what each digit represents in five- and • Recognise equivalence between the decimal and
six-digit numbers fraction forms of halves, tenths and hundredths and
• Partition any number up to one million into thousands, use this to help order fractions, e.g. 0.6 is more than
hundreds, tens and units 50 per cent and less than 107

• Use decimal notation for tenths and hundredths and • Change an improper fraction to a mixed number,
understand what each digit represents e.g. 74 to 1 34 ; order mixed numbers and place between
whole numbers on a number line
• Multiply and divide any number from 1 to 10 000 by 10
or 100 and understand the effect • Relate finding fractions to division and use to find
simple fractions of quantities
• Round four-digit numbers to the nearest 10, 100
or 1000 • Understand percentage as the number of parts in
every 100 and find simple percentages of quantities
• Round a number with one or two decimal places to the
nearest whole number • Express halves, tenths and hundredths as percentages

• Order and compare numbers up to a million using the • Use fractions to describe and estimate a simple
> and < signs proportion, e.g. 15 of the beads are yellow

• Order and compare negative and positive numbers on • Use ratio to solve problems, e.g. to adapt a recipe for
a number line and temperature scale 6 people to one for 3 or 12 people.

• Calculate a rise or fall in temperature


• Order numbers with one or two decimal places and Strand: Number
compare using the > and < signs Substrand: Calculation
• Recognise and extend number sequences. Mental strategies
• Know by heart pairs of one-place decimals with a
• Recognise odd and even numbers and multiples of 5,
total of 1, e.g. 0.8 + 0.2
10, 25, 50 and 100 up to 1000
• Derive quickly pairs of decimals with a total of 10,
• Make general statements about sums, differences and
and with a total of 1
multiples of odd and even numbers.
• Know multiplication and division facts for the 2× to
10× tables
• Know and apply tests of divisibility by 2, 5, 10 and 100
• Recognise multiples of 6, 7, 8 and 9 up to the
10th multiple
• Know squares of all numbers to 10 × 10
• Find factors of two-digit numbers
• Count on or back in thousands, hundreds, tens and
ones to add or subtract
• Add or subtract near multiples of 10 or 100,
e.g. 4387 – 299
Cambridge Primary Mathematics Curriculum outline

Stage 5 continued

• Use appropriate strategies to add or subtract pairs of • Divide three-digit numbers by single-digit numbers,
two- and three-digit numbers and numbers with one including those with a remainder (answers no greater
decimal place, using jottings where necessary than 30)
• Calculate differences between near multiples of 1000, • Start expressing remainders as a fraction of the
e.g. 5026 – 4998, or near multiples of 1, e.g. 3.2 – 2.6 divisor when dividing two-digit numbers by
single-digit numbers
• Multiply multiples of 10 to 90, and multiples of 100 to
900, by a single-digit number • Decide whether to group (using multiplication facts
and multiples of the divisor) or to share (halving and
• Multiply by 19 or 21 by multiplying by 20 and adjusting
quartering) to solve divisions
• Multiply by 25 by multiplying by 100 and dividing by 4
• Decide whether to round an answer up or down
• Use factors to multiply, e.g. multiply by 3, then double after division, depending on the context
to multiply by 6
• Begin to use brackets to order operations and
• Double any number up to 100 and halve even numbers understand the relationship between the four
to 200, and use this to double and halve numbers operations and how the laws of arithmetic apply
with one or two decimal places, e.g. double 3.4 and to multiplication.
half of 8.6
• Double multiples of 10 to 1000 and multiples of 100
to 10 000, e.g. double 360 or double 3600, and derive
the corresponding halves.
How can I access the full curriculum
Addition and subtraction framework?
• Find the total of more than three two- or three-digit
Only schools offering Cambridge Primary can
numbers using a written method
access the full curriculum frameworks.
• Add or subtract any pair of three- and/or four-digit • If you are a Cambridge Primary school you can
numbers, with the same number of decimal places, download the full curriculum framework from our
including amounts of money. password protected Cambridge Primary site
Multiplication and division • If you are a Cambridge school and would like to
offer Cambridge Primary complete and return our
• Multiply or divide three-digit numbers by
Additional Qualification Types form
single-digit numbers
• If you are not a Cambridge school and would
• Multiply two-digit numbers by two-digit numbers like to find out more about Cambridge Primary
• Multiply two-digit numbers with one decimal place by complete our Expression of interest form.
single-digit numbers, e.g. 3.6 × 7

Learn more! For details of Cambridge Primary, go to www.cie.org.uk/primary or contact our


Customer Services team at info@cie.org.uk or call them on +44 1223 553554.

*6025594585* © Cambridge International Examinations, June 2013


Cambridge Primary Science
Curriculum outline

Cambridge Primary combines a world-class curriculum with high-quality support for teachers and
integrated assessment. The curriculum is dedicated to helping schools develop learners who are
confident, responsible, reflective, innovative and engaged. Cambridge Primary has curriculum
frameworks for English (including English as a Second Language), Mathematics and Science which
have been designed to engage learners in an active and creative learning journey.

The curriculum frameworks for each subject for


Cambridge Primary are organised into six stages. They
reflect the teaching target for each year group and provide
comprehensive learning objectives. For Cambridge
Primary Science, the curriculum is presented in four
content areas or ‘strands’. These are further subdivided
into ‘substrands’. The four strands and substrands are:
Scientific enquiry
• Ideas and evidence
• Plan investigative work
• Obtain and present evidence
• Consider evidence and approach
Biology
• Plants
• Living things in their environment (from stage 2) The Cambridge Primary Science curriculum framework
• Humans and animals provides a solid foundation upon which the later stages of
education can be built.
Chemistry
• Material properties Cambridge Primary offers an optional testing structure
to assess learner performance and report progress for
• Material changes (from stage 2)
both learners and parents. These assessments provide an
• States of matter (from stage 4)
international benchmark that enables teachers to identify
Physics learner strengths and weaknesses within individuals and
• Forces (forces and motion from stage 3) class groups and develop further teaching and learning
• Light and dark (from stage 2) support using the information from the test results.

• Electricity (from stage 2, Electricity and magnetism Cambridge Primary Progression Tests are available to
from stage 4) schools registered for Cambridge Primary for stages
• The Earth and beyond (from stage 2) 3–6. These tests are marked by teachers and come with
• Sound full mark schemes and marking guidance. At the end of
Cambridge Primary, schools can also offer Cambridge
Scientific enquiry is about considering ideas, evaluating Primary Checkpoint, a diagnostic test which offers
evidence, planning investigative work and recording comprehensive feedback at the end of the Cambridge
and analysing data. The Scientific enquiry objectives Primary stage.
underpin Biology, Chemistry and Physics, which are
focused on developing confidence and interest in scientific On the following pages, you will find some examples
knowledge. Environmental awareness and some history from the Biology strand and the substrands for stages 1,
of science are also incorporated. 3, 5 and 6 of the Cambridge Primary Science curriculum.
Cambridge Primary Science Curriculum outline

Stage 1 Stage 3

Strand: Biology Strand: Biology


Substrand: Plants Substrand: Plants
• Know that plants are living things • Know that plants have roots, leaves, stems
and flowers
• Know that there are living things and things that have
never been alive • Explain observations that plants need water and
light to grow
• Explore ways that different animals and plants inhabit
local environments • Know that water is taken in through the roots and
transported through the stem
• Name the major parts of a plant, looking at real plants
and models • Know that plants need healthy roots, leaves and stems
to grow well
• Know that plants need light and water to grow
• Know that plant growth is affected by temperature.
• Explore how seeds grow into flowering plants.
Substrand: Humans and animals
Substrand: Humans and animals
• Know life processes common to humans and animals
• Recognise the similarities and differences between
include nutrition (water and food), movement, growth
each other
and reproduction
• Recognise and name the main external parts of
• Describe differences between living and non-living
the body
things using knowledge of life processes
• Know about the need for a healthy diet, including the
• Explore and research exercise and the adequate,
right types of food and water
varied diet needed to keep healthy
• Explore how senses enable humans and animals to be
• Know that some foods can be damaging to health,
aware of the world around them
e.g. very sweet and fatty foods
• Know that humans and animals produce offspring
• Explore human senses and the ways we use them to
which grow into adults.
learn about our world
• Sort living things into groups, using simple features
and describe rationale for groupings.
Cambridge Primary Science Curriculum outline

Stage 5 Stage 6

Strand: Biology Strand: Biology


Substrand: Plants Substrand: Humans and animals
• Know that plants need energy from light for growth • Use scientific names for some major organs of
body systems
• Know that plants reproduce
• Identify the position of major organs in the body
• Observe how seeds can be dispersed in a variety
of ways • Describe the main functions of the major organs of
the body
• Investigate how seeds need water and warmth for
germination, but not light • Explain how the functions of the major organs are
essential.
• Know that insects pollinate some flowers
• Observe that plants produce flowers which have male
and female organs; seeds are formed when pollen
from the male organ fertilises the ovum (female)
• Recognise that flowering plants have a life cycle
including pollination, fertilisation, seed production,
seed dispersal and germination.

How can I access the full curriculum


framework?
Only schools offering Cambridge Primary can
access the full curriculum frameworks.
• If you are a Cambridge Primary school you can
download the full curriculum framework from our
password protected Cambridge Primary site
• If you are a Cambridge school and would like to
offer Cambridge Primary complete and return our
Additional Qualification Types form
• If you are not a Cambridge school and would
like to find out more about Cambridge Primary
complete our Expression of interest form.

Learn more! For details of Cambridge Primary, go to www.cie.org.uk/primary or contact our


Customer Services team at info@cie.org.uk or call them on +44 1223 553554.

*7881160930* © Cambridge International Examinations, June 2013


Cambridge Secondary 1 English
Curriculum outline for 2015, 2016 and 2017

Cambridge Secondary 1 combines a world-class curriculum with high-quality support for teachers
and integrated assessment. The curriculum is dedicated to helping schools develop learners who
are confident, responsible, reflective, innovative and engaged. Cambridge Secondary 1 develops
skills and understanding in English (including English as a second language), Mathematics and
Science for learners typically aged 11–14.

The curriculum frameworks for each subject for


Cambridge Secondary 1 are organised into three stages
corresponding to the first three years of secondary
education. They reflect the teaching target for each year
group and provide comprehensive learning objectives.

For Cambridge Secondary 1 English, the curriculum


promotes an enquiry-based approach to learning to
develop thinking skills and encourage intellectual
engagement. The curriculum is presented in five
content areas or ‘strands’. These are further divided into
‘substrands’. The five strands and substrands are:

Phonics, spelling and vocabulary


The curriculum encourages learners to be confident,
Grammar and punctuation creative and intellectually engaged, capable of applying
their skills to respond to a range of information, media
• Reading
and text with enjoyment and understanding. Learners
• Writing who follow this framework will develop a first language
competency in English based on a curriculum designed to
Reading be successful in any culture and to promote cross-cultural
understanding. The Cambridge Secondary 1 English
• Fiction and poetry
curriculum framework provides a solid foundation on
• Non-fiction which the later stages of education can be built.

Writing Cambridge Secondary 1 Progression Tests are available to


schools registered for Cambridge Secondary for stages
• Fiction and poetry 7-9. These tests are marked by teachers and come with
• Non-fiction full mark schemes and marking guidance. At the end of
Cambridge Secondary 1, schools can also offer Cambridge
Speaking and listening Checkpoint, a diagnostic test which offers comprehensive
feedback at the end of the Cambridge Secondary 1 stage.

On the following pages, you will find some examples from


the Phonics, spelling and vocabulary strand for stages 7
and 9 of the Cambridge Secondary 1 English curriculum.
Cambridge Secondary 1 English Curriculum outline for 2015, 2016 and 2017

Stage 7 Stage 9

Strand: Phonics, spelling and vocabulary Strand: : Phonics, spelling and vocabulary
• Spell correctly most words used. • Spell correctly throughout a substantial text
including ambitious or complex polysyllabic words.
• Increase knowledge of word families, roots,
derivations, morphology and regular spelling patterns. • Continue to be aware of spelling errors and
correct them.
• Use a dictionary and thesaurus effectively to further
develop vocabulary. • Continue to extend range of language and use
it appropriately.
• Learn a range of vocabulary appropriate to their
needs, and use words precisely in speech and • Show some appreciation of how the writer’s
writing to clarify and extend meaning and to interest language choices contribute to the overall effect on
their audience. the reader, e.g. demonstrating the effectiveness of
imagery in contrasting texts or arguing that the use of
• Learn to use the terms ‘image’, ‘simile’, ‘metaphor’,
highly emotive language in an advertisement is/is not
‘onomatopoeia’, ‘setting’ and ‘genre’.
counterproductive in its effect on an audience.
• Shape and affect the reader’s response through
conscious choices and in planned ways by selecting
ambitiously from a wide and varied vocabulary for a
range of tasks, purposes and readers.

How can I access the full curriculum framework?


Only schools offering Cambridge Secondary 1 can access the full curriculum frameworks.
• If you are a Cambridge Secondary 1 school you can download the full curriculum framework from our password
protected Cambridge Secondary 1 site
• If you are a Cambridge school and would like to offer Cambridge Secondary 1 complete and return our
Additional Qualification Types form.
• If you are not a Cambridge school and would like to find out more about Cambridge Secondary 1 complete our
Expression of interest form at www.cie.org.uk

Learn more! For details of Cambridge Secondary 1, go to www.cie.org.uk/secondary1 or contact our


Customer Services team at info@cie.org.uk or call them on +44 1223 553554.

*0000000000* © Cambridge International Examinations, November 2015


Cambridge Secondary 1 Mathematics
Curriculum outline

Cambridge Secondary 1 combines a world-class curriculum with high-quality support for teachers
and integrated assessment. The curriculum is dedicated to helping schools develop learners who
are confident, responsible, reflective, innovative and engaged. Cambridge Secondary 1 develops
skills and understanding in English (including English as a Second Language), Mathematics and
Science for learners typically aged 11–14.

The curriculum frameworks for each subject for Cambridge


Secondary 1 are organised into three stages corresponding
to the first three years of secondary education. They
reflect the teaching target for each year group and provide
comprehensive learning objectives. For Cambridge
Secondary 1 Mathematics, the curriculum is presented in
six content areas or ‘strands’. These are further divided
into ‘substrands’. The six strands and substrands are:

Number
• Integers, powers and roots
• Place value, ordering and rounding
• Fractions, decimals, percentages, ratio and proportion
• Calculation
Algebra
• Expressions, equations and formulae The first five content areas are all underpinned by
• Sequences, functions and graphs Problem solving, which provides a structure for the
application of mathematical skills. Mental strategies are
Geometry
also a key part of the Number content. Together, these two
• Shapes and geometric reasoning
areas form a progressive step preparing students for entry
• Position and movement onto IGCSE level courses. This curriculum focuses on
Measure principles, patterns, systems, functions and relationships
so that learners can apply their mathematical knowledge
• Length, mass and capacity
and develop a holistic understanding of the subject.
• Times and rates of change
• Area, perimeter and volume The Cambridge Secondary 1 Mathematics curriculum
framework provides a solid foundation on which the later
Handling data stages of education can be built.
• Planning and collecting data
Cambridge Secondary 1 Progression Tests are available
• Processing and presenting data
to schools registered for Cambridge Secondary for stages
• Interpreting and discussing results
7-9. These tests are marked by teachers and come with
• Probability full mark schemes and marking guidance. At the end of
Problem solving Cambridge Secondary 1, schools can also offer Cambridge
Checkpoint, a diagnostic test which offers comprehensive
• Using techniques and skills in solving
feedback at the end of the Cambridge Secondary 1 stage.
mathematical problems
• Using understanding and strategies in On the following pages, you will find some examples
solving problems. from the Number strand and substrands.
Cambridge Secondary 1 Mathematics Curriculum outline

Stage 7

Strand: Number
Integers, powers and roots • Use ration notation, simplify ratios and divide
a quantity into two parts in a given ratio.
• Recognise negative numbers as positions on a
number line, and in order, add and subtract positive • Recognise the relationship between ratio and
and negative integers in context. proportion.
• Recognise multiples, factors, common factors, primes • Use direct proportion in context; solve simple
(all less than 100), making use of simple tests of problems involving ratio and direct proportion.
divisibility; find the lowest common multiple in simple
cases; use the ‘sieve’ for generating primes Calculation
developed by Eratosthenes. Mental strategies
• Recognise squares of whole numbers to at least 20 x • Consolidate the rapid recall of number facts, including
20 and the corresponding square roots; use the positive integer complements to 100, multiplication
notation 72 and √49 facts to 10 x 10 and associated division facts.
Place value, ordering and rounding • Use known facts and place value to multiply and
divide two-digit numbers by a single-digit number,
• Interpret decimal notation and place value; multiply
e.g. 45 x 6, 96 ÷ 6.
and divide whole numbers and decimals by 10, 100 or
1000. • Know and apply tests of divisibility by 2, 3, 5, 6, 8, 9,
10 and 100.
• Order decimals including measurements, changing
these to the same units. • Use known facts and place value to multiply simple
decimals by one-digit numbers, e.g. 0.8 x 6.
• Round whole numbers to the nearest 10,100 or 1000
and decimals, including measurements, to the • Calculate simple fractions and percentages of
nearest whole number or one decimal place. quantities, e.g. one quarter or 64, 20% of 50kg.
Fractions, decimals, percentages, ratio and proportion • Use the laws of arithmetic and inverse operations to
simplify calculations with whole numbers and
• Recognise the equivalence of simple fractions,
decimals.
decimals and percentages.
• Use the order of operations, including brackets, to
• Simplify fractions by cancelling common factors and
work out simple calculations.
identify equivalent fractions; change an improper
fraction to a mixed number, and vice versa; convert
Addition and subtraction
terminating decimals to fractions, e.g. 0.23 =23 /100
• Add and subtract integers and decimals, including
• Compare two fractions by using diagrams, or by using numbers with different numbers of decimal places.
a calculator to convert the factions to decimals e.g. 3 /5
or 13 /20 Multiplication and division
• Add and subtract two simple fractions, e.g. /8 + /8,
1 9
• Multiply and divide decimals with one and/or two
11
/12- 5 /6 ; find fractions of quantities (whole number places by single-digit numbers, e.g. 13.7 x 8, 4.35 ÷ 5.
answers); multiply a fraction by an integer.
• Know that in any division where the dividend is not a
• Understand percentage as the number parts in every multiple of the divisor there will be a remainder, e.g.
100; use fractions and percentages to describe parts 157 ÷ 25 = 6 remainder 7. The remainder can be
of shapes, quantities and measures. expressed as a fraction of the divisor,
• Calculate simple percentages of quantities (whole e.g. 157 ÷ 25 = 6 7/25
number answers) and express a smaller quantity as • Know when to round up or down after division when
a fraction or percentage of a larger one. the context requires a whole-number answer.
• Use percentages to represent and compare
different quantities.
Cambridge Secondary 1 Mathematics Curriculum outline

Stage 9

Strand: Number
Integers, powers and roots Calculation
• Add, subtract, multiply and divide directed numbers. Mental strategies
• Estimate square roots and cube roots. • Extend mental methods of calculation, working with
decimals, fractions, percentages and factors, using
• Use positive, negative and zero indices and the index
jottings where appropriate.
laws for multiplication and division of positive integer
powers. • Solve word problems mentally.

Place value, ordering and rounding • Consolidate use of the rules of arithmetic and inverse
operations to simplify calculations.
• Recognise the equivalence of 0.1, 1/10 and 10 -1;
multiply and divide whole numbers and decimals by Multiplication and division
10 to the power of any positive or negative integer.
• Multiply by decimals, understanding where to position
• Round numbers to a given number of decimal places the decimal point by considering equivalent
or significant figures; use to give solutions to calculations; divide by decimals by transforming to
problems with an appropriate degree of accuracy. division by an integer.
• Use the order of operations, including brackets and • Recognise the effects of multiplying and dividing by
powers. numbers between 0 and 1.
Fractions, decimals, percentages, ratio and proportion
• Consolidate writing a fraction in its simplest form by
cancelling common factors.
• Add, subtract, multiply and divide fractions,
interpreting division as a multiplicative inverse, and
How can I access the full curriculum
cancelling common factors before multiplying or
dividing.
framework?
Only schools offering Cambridge Secondary 1 can
• Solve problems involving percentage changes,
access the full curriculum frameworks.
choosing the correct numbers to take as 100% or as
a whole, including simple problems involving personal • If you are a Cambridge Secondary 1 school you can
or household finance, e.g. simple interest, discount, download the full curriculum framework from our
profit, loss and tax. password protected Cambridge Secondary 1 site
• Recognise when fractions or percentages are needed • If you are a Cambridge school and would like to
to compare different quantities offer Cambridge Secondary 1 complete and return
our Additional Qualification Types form
• Compare two rations; interpret and use ration in a
range of contexts. • If you are not a Cambridge school and would like
to find out more about Cambridge Secondary 1
• Recognise when two quantities are directly complete our Expression of interest form at
proportional; solve problems involving proportionality, www.cie.org.uk
e.g. converting between different currencies.

Learn more! For details of Cambridge Secondary 1, go to www.cie.org.uk/secondary1 or contact our


Customer Services team at info@cie.org.uk or call them on +44 1223 553554.

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Cambridge Secondary 1 Science
Curriculum outline

Cambridge Secondary 1 combines a world-class curriculum with high-quality support for teachers
and integrated assessment. The curriculum is dedicated to helping schools develop learners who
are confident, responsible, reflective, innovative and engaged. Cambridge Secondary 1 develops
skills and understanding in English (including English as a second language), Mathematics and
Science for learners typically aged 11–14.

The curriculum frameworks for each subject for Cambridge The Scientific enquiry objectives underpin Biology,
Secondary 1 are organised into three stages corresponding Chemistry and Physics, which are focused on developing
to the first three years of secondary education. They confidence and interest in scientific knowledge.
reflect the teaching target for each year group and provide Environmental awareness and some history of science are
comprehensive learning objectives. also incorporated. The Cambridge Secondary 1 Science
curriculum framework provides a solid foundation for
For Cambridge Secondary 1 Science, the curriculum is further stages of education such as Cambridge IGCSE.
presented in four content areas or ‘strands’. These are
further divided into ‘substrands’. The four strands and Cambridge Secondary 1 Progression Tests are available
substrands are: to schools registered for Cambridge Secondary for stages
7–9. These tests are marked by teachers and come
Strand: Scientific enquiry with full mark schemes and marking guidance. At the
end of Cambridge Secondary 1, schools can also offer
• Ideas and evidence
Cambridge Checkpoint, a diagnostic test which offers
• Plan investigative work comprehensive feedback at the end of the Cambridge
• Obtain and present evidence Secondary 1 stage.
• Consider evidence and approach
On the following pages, you will find some examples
Strand: Biology from the Biology strand and substrands for stages 7 and 9
of the Cambridge Secondary 1 Science curriculum.
• Plants
• Humans as organisms
• Cells and organisms
• Living things in their environment
• Variation and classification

Strand: Chemistry
• States of matter
• Material properties
• Material changes
• The Earth

Strand: Physics
• Forces and motion
• Energy
• The Earth and beyond.
Cambridge Secondary 1 Science Curriculum outline

Stage 7

Strand: Biology

Plants
• Recognise the positions, and know the functions • Compare the structure of plant and animal cells.
of the major organs of flowering plants, e.g. root, • Relate the structure of some common cells to their
stem, leaf. functions. Secondary sources can be used.
Humans as organisms • Understand that cells can be grouped together to
form tissues, organs and organisms.
• Explore the role of the skeleton and joints and the
principle of antagonistic muscles. Living things in their environment
• Recognise the positions and know the functions of • Describe how organisms are adapted to their habitat,
the major organ systems of the human body. drawing on locally occurring examples. Secondary
Secondary sources can be used. sources can be used.
• Research the work of scientists studying the • Draw and model simple food chains.
human body.
• Discuss positive and negative influence of humans
Cells and organisms on the environment, e.g. the effect on food chains,
pollution and ozone depletion.
• Identify the seven characteristics of living things and
relate these to a wide range of organisms in the local • Discuss a range of energy sources and distinguish
and wider environment. between renewable and non-renewable resources.
Secondary sources can be used.
• Know about the role of micro-organisms in the
breakdown of organic matter, food production and Variation and classification
disease, including the work of Louis Pasteur.
• Understand what is meant by a species.
• Identify the structures present in plant and animal
• Investigate variation within a species. Secondary
cells as seen with a simple light microscope and/or
sources can be used.
a computer microscope.
• Classify animals and plants into major groups, using
some locally occurring examples.
Cambridge Secondary 1 Science Curriculum outline

Stage 9

Strand: Biology

Plants
• Define and describe photosynthesis, and use the
word equation.
• Understand the importance of water and mineral
salts to plant growth.
• Understand sexual reproduction in flowering plants,
including pollination, fertilisation, seed formation
and dispersal.

Living things in their environment


• Explain the ways in which living things are adapted
to their habitats. Secondary sources can be used.
• Research the work of scientists studying the natural
world. Secondary sources can be used.
• Explain and model food chains, food webs and
energy flow.
• Explain the role of decomposers.
• Describe factors affecting the size of populations.
• Describe and investigate some effects of human
influences on the environment.

Variation and classification


• Use and construct keys to identify plans and animals.
• Understand that organisms inherit characteristics How can I access the full curriculum
from their parents through genetic material that is framework?
carried in cell nuclei.
Only schools offering Cambridge Secondary 1 can
• Describe how selective breeding can lead to access the full curriculum frameworks.
new varieties.
• If you are a Cambridge Secondary 1 school you can
• Discuss the work of Darwin in developing the download the full curriculum framework from our
scientific theory of natural selection. password protected Cambridge Secondary 1 site
• Understand percentage as the number parts in every • If you are a Cambridge school and would like to
100; use fractions and percentages to describe parts offer Cambridge Secondary 1 complete and return
of shapes, quantities and measures. our Additional Qualification Types form.
• Calculate simple percentages of quantities (whole • If you are not a Cambridge school and would like
number answers) and express a smaller quantity to find out more about Cambridge Secondary 1
as a fraction or percentage of a larger one. complete our Expression of interest form at
• Use percentages to represent and compare www.cie.org.uk
different quantities.

Learn more! For details of Cambridge Secondary 1, go to www.cie.org.uk/secondary1 or contact our


Customer Services team at info@cie.org.uk or call them on +44 1223 553554.

*0000000000* © Cambridge International Examinations, June 2014